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    FS1 Ep9

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    Margie Borja
    This document discusses principles of learning and teaching. It analyzes how well different principles were applied in observed classes. The most important principle is identified as active learning, where students are engaged in higher-order thinking tasks. The document also distinguishes between inductive and deductive teaching methods, noting that student-centered approaches involving collaboration and real-world application are most effective. Principles of establishing clear learning outcomes and connecting lessons across disciplines are also examined.

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    FS1 Ep9

    Uploaded by

    Margie Borja
    37 views4 pages
    This document discusses principles of learning and teaching. It analyzes how well different principles were applied in observed classes. The most important principle is identified as active learning, where students are engaged in higher-order thinking tasks. The document also distinguishes between inductive and deductive teaching methods, noting that student-centered approaches involving collaboration and real-world application are most effective. Principles of establishing clear learning outcomes and connecting lessons across disciplines are also examined.

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    This document discusses principles of learning and teaching. It analyzes how well different principles were applied in observed classes. The most important principle is identified as active learning, where students are engaged in higher-order thinking tasks. The document also distinguishes between inductive and deductive teaching methods, noting that student-centered approaches involving collaboration and real-world application are most effective. Principles of establishing clear learning outcomes and connecting lessons across disciplines are also examined.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    37 views4 pages

    FS1 Ep9

    Uploaded by

    Margie Borja
    This document discusses principles of learning and teaching. It analyzes how well different principles were applied in observed classes. The most important principle is identified as active learning, where students are engaged in higher-order thinking tasks. The document also distinguishes between inductive and deductive teaching methods, noting that student-centered approaches involving collaboration and real-world application are most effective. Principles of establishing clear learning outcomes and connecting lessons across disciplines are also examined.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    LEARNING EPISODE 9: PREPARING FOR TEACHING AND LEARNING

    ANALYZE
    1. What principles of learning were most applied? Least applied?
    Most applied: Is the “learning is cooperative and collaborative process”, because the
    resource teacher always grouped the class for the students to feel free in sharing their
    ideas. They will be exchanging thoughts and they will now come up with an answer in
    presenting their output.
    Least applied: The learning principle that is least applied is the “learning is the finding of
    personal meaning and relevance of concepts” because the teacher spent most of the
    time in explaining and sharing his/her ideas on the subject.

    2. Give instances where this/these principle/s could have been applied?


    In class, the teacher did the majority of the work. This is in sharp contrast to a teacher
    who mostly assists students in their learning while the students are the ones who
    contribute ideas to a given topic.

    REFLECT
    From among the principles of learning, which one do you think is the most important?
    I think the most important among the principles of learning is learning is an active process
    because this principle must be actively interested, engage in higher-order cognitive task such as
    analysis, synthesis, and assessment. Active learning practiced are advised in this context for
    instructional activities that include students idea and things that they are going to do.

    Activity 9.2 Identifying Learning outcomes that are Aligned with Learning Competencies

    Resource Teacher:
    Teacher’s Signature:
    School:
    Grade/Year level:
    Subject Area:
    Date:

    OBSERVE
    Observe a class, this time focusing on how the learning outcomes were stated. Determine if
    the learning outcome/s was/were achieved or not. Give evidence.
    1.Write the learning outcomes stated in the lesson.
    Learning Outcomes (Smart Objectives?) Achieved

    1.Make a reflection about the pictures Yes ✓


    presented.
    2.Analyzing pictures. Yes ✓

    3.Demonstrate the skills in sports Yes ✓

    2.Cite pieces of evidence that these learning outcomes were achieved.


    1. The pictures of students presenting their work in front of the class.
    2. Work of students they passed.
    3. The students output.

    ANALYZE
    1. Do SMART objectives make the lesson more focused?
    Yes, since it is not just attainable but also achievable and good for the learners. And it is
    also relevant to our daily life.

    REFLECT
    Reflect on the Lessons learned in determining SMART learning outcomes.
    In determining SMART learning outcomes, it should deal and touch our life and achievable and
    very timely. Nothing would make sense if you are just teaching without evaluating

    Activity 9.3. Distinguishing Between Inductive and deductive Methods of Teaching

    Resource Teacher:
    Teacher’s Signature:
    School:
    Grade/Year level:
    Subject Area:
    Date:
    OBSERVE
    I will observe one Resource Teacher with the use of this observation sheet. Using the guide
    questions, I shall reflect on my observations and analysis.

    Teacher-centered Student-centered
    Did teacher lecture all the time? We’re students involved in the teaching-
    -No. learning process?
    -The learners are very active in participating
    and they are involved in all activities.

    Was the emphasis on the mastery of the lesson or Was the emphasis on the student’s
    on the test? Prove. application of the lesson in real life?
    -On the lesson, it is because the teacher - questioned was raised by the teacher and
    elaborated what must the students know through ask them to relate in a realistic situation.
    an activity.

    Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
    -Yes, because they are actively participating. -Yes, they work in the group and active in
    teams.

    Did teacher focus on one discipline/subject? Did teacher connect lesson to other
    -No, the teacher integrated another subject disciplines/subjects?
    -Yes.

    ANALYZE
    1. What are possible consequences of teaching purely subject matter for mastery and for the
    test?
    - Some students may find it interesting especially to those who are topping the class, but for
    some learners may find it boring especially to slow learners. Low achievers, I believed, loves a
    twist in order for them to understand the lesson.

    2. If you were to reteach the classes you observed, would you be teacher-centered or
    student-centered? Why?
    Teaching nowadays must not be boring to students. Else, they will not listen, worse, they will
    sleep and show that you are not worth in teaching them. If I were to reteach the class, I will be
    student-centered to engage them and enhance their learnings and to develop their critical
    thinking.
    REFLECT
    Reflect on Principles of teaching worth applying
    - For me, if I am going to teach, I make sure that the classroom creates a beautiful ambiance. It
    is because this is where the students can get their attention. The learners maybe able to give
    their full concentration and attention to teacher. Also, it is giving an activity, I will make sure to
    give them positive reward/feedback.

    Link Theory to Practice


    1.A
    2.B
    3.A
    4.A
    5.B

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